Lesson 1.

Why Mindset Matters

Learning Outcomes 
After reading this lesson, you should be able to answer these questions: 

1. What role does a person's thinking contribute to their success?

2. What is a fixed mindset?

3. What is a Growth Mindset?

4. How does fixed and growth mindset affect learning?

5. What are the consequences of believing that your intellectual capacity or personality is
something you can improve as opposed to something that is a fixed, deep-seated trait?

Overview
Your views, according to Stanford psychologist Carol Dweck, play a critical impact in

determining what you desire and whether you accomplish it. Dweck discovered that your

thinking has a substantial impact on your ability to strive and succeed. How we view ourselves

and the world around us impacts our ability to dream and achieve. In today’s innovation

economy, where needs and opportunities are evolving faster and more fluidly than ever before,

our youth needs a mindset that equips them to recognize opportunity, take initiative, and to

innovate in the face of challenges. Mindset is the key distinguishing factor between those who

achieve and those who do not and you must learn to master yours if you are serious about

achieving success in any aspect of your life.

Mindset

The term "mindset" refers to an individual's attitude, set of beliefs, personality, or mood. It's

about how people think about themselves and how they see themselves.
Dweck introduces the concept of two main mindsets, the growth mindset and the fixed mindset,

as the vehicle that determines how you live your life and how it affects your achievement.

Here’s how she differentiates the two:

In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just

fixed traits. They have a certain amount and that’s that, and then their goal becomes to look

smart all the time and never look dumb.

In a growth mindset students understand that their talents and abilities can be developed through

effort, good teaching and persistence. They don’t necessarily think everyone’s the same or

anyone can be Einstein, but they believe everyone can get smarter if they work at it.

Fixed mindset

A fixed mindset is one that assumes abilities and understanding are relatively fixed. Those with a

fixed mindset may not believe that intelligence can be enhanced, or that you either “have it or

you don’t” when it comes to abilities and talents.

People with a fixed mindset tend to avoid challenges. They see challenges as a potential void to

fall into, since failure reinforces that they are not talented or smart. They lose motivation and

drive when the work becomes difficult because it potentiates failure.

Having a fixed mindset means allowing setbacks to define who you are. Bad scores, criticism,

and poor evaluation are deemed harmful, and to be avoided at all costs. These people feel the

need to prove themselves each and every time. At times, they would even go as far as lying in

order to preserve their flawless outer image.

Moreover, people with a fixed mindset tend to believe that success is natural, that it should be

won without effort. These people associate victories with natural talent and abilities. They use

the words “natural” and “talented” to describe successful people. People with a fixed mindset

also put too much emphasis on the outcome. That’s why they’re terrified of challenges and

setbacks.

Growth Mindset

A growth mindset is “the understanding that abilities and understanding can be developed”

Those with a growth mindset believe that they can get smarter, more intelligent, and more

talented through putting in time and effort.

The growth mindset’s priority is to learn, while the fixed mindset’s goal is to conform to

whatever the standard of success is, dwelling on the binaries of success and failure. If you have a

growth mindset you understand that your abilities and potential are not set in stone, and that

setbacks do not define your intelligence or character. These people see failures as something

temporary, and as an opportunity to learn and bounce back from.

Those with a growth mindset hold a strong belief in the benefits of hard work and challenges.

They understand that success does not come naturally to anyone. They put emphasis on the

process, and utilise outcomes as an opportunity to self-evaluate and improve. People with the

growth mindset stretch themselves more, think bigger, take more risks, and learn something new,

regardless of the outcome.

What is the Main Difference (Growth Mindset vs. Fixed)?

The main difference between the two mindsets is the belief in the permanence of intelligence and
ability; one views it as very permanent, with little to no room for change in either direction,
while the other views it as more changeable, with opportunities for improvement (or, for that
matter, regression).

This difference in mindset may lead to marked differences in behavior as well. If someone
believes intelligence and abilities are immutable traits, they are not likely to put in much effort to
change their inherent intelligence and abilities. On the other hand, those who believe they can
change these traits may be much more willing to put in extra time and effort to achieve more
ambitious goals.

With a growth mindset, individuals may achieve more than others because they are worrying less
about seeming smart or talented and putting more of their energy into learning (Dweck, 2016).

While the benefits of cultivating a growth mindset are clearly desirable, the founder of the
growth mindset theory is quick to point out that it’s not just about telling yourself (or others) that
you can improve; Carol Dweck points out three common misconceptions she has encountered:

1. “I already have it, and I always have.” Dweck warns that a growth mindset is not simply

being open-minded or optimistic or practicing flexible thinking; it’s more specific than

that.

2. “A growth mindset is just about praising and rewarding effort.” Although praising and

rewarding effort is generally a good idea, it must be undertaken with an eye on outcomes

as well. Effort that is unproductive is not to be rewarded, and learning and progress

should also be met with praise.

3. “Just espouse a growth mindset, and good things will happen.” Espousing a growth

mindset is a positive step that can lead to positive outcomes, but it’s not a guarantee; the
 mindset needs to be backed up with effort applied to worthwhile activities, and even then

success is not inevitable (Dweck, 2016).

How Mindset Affects Learning

Students who understand that the brain can get smarter—who have a growth mindset—do better

in school because they have an empowering perspective on learning. They focus on improvement

and see effort as a way to build their abilities. They see failure as a natural part of the learning

process. In contrast, students who have a fixed mindset—those who believe that intelligence is

fixed—tend to focus on judgment. They're more concerned with proving that they are smart or

hiding that they're not. And that means they tend to avoid situations in which they might fail or

might have to work hard.

Many studies show that children who have a growth mindset respond differently in challenging

situations and do better in school over time.

Carol Dweck’s Book Mindset: The New Psychology of Success

Carol Dweck’s 2007 book on her growth vs. fixed mindset theory is titled Mindset: The New
Psychology of Success. In this book, Dweck describes the importance of having the right mindset
to maximize our potential and capitalize on our strengths. This theory explains how the way we
think about our intelligence, abilities, and talents can have a huge impact on our success in every
area of life.

It focuses on both improving your own mindset and on building the right mindset in children,
making it an excellent read for parents, teachers, coaches, and managers.
The hand you’re dealt is just the starting point.

In Chapter 1, The Mindsets, Dweck defines the framework for understanding her ideas about

mindset. She categorizes people according to two ideologies. The first group is those with a fixed

mindset. People with a fixed mindset view important characteristics such as their health and

intelligence as permanent, unchangeable traits. The second group refers to individuals with what

she calls a growth mindset. Unlike a fixed mindset, people with a growth mindset firmly believe

in their potential to change and improve upon almost any trait such as math skills, athleticism,

and even artistic ability.

Dweck elaborates on the growth mindset “…the hand you’re dealt is just the starting point for

development. This growth mindset is based on the belief that your basic qualities are things you

can cultivate through your efforts, your strategies, and help from others. Although people may

differ in every which way-in their initial talents and aptitudes, interests, or temperaments-

everyone can change and grow through application and experience”

After making these distinctions, Dweck elaborates on the implications the mindset an individual

adopts has on their life. She explains “For thirty years, my research has shown that the view you

adopt for yourself profoundly affects the way you lead your life” (Dweck, Kindle Location 137).

She introduces several domains where this is relevant ranging from primary education,

academics, fitness, art, early childhood development, adult education, and many others.

In Chapter 2, Inside the Mindsets, Dweck goes on to explain the psychological research backing

her bold claims in Chapter 1. She also fills the chapter with inspiring ideals mixed in with
probing questions to foster introspection from the reader. Consider this empowering and concise

statement “Mindsets are just beliefs. They’re powerful beliefs, but they’re just something in your

mind, and you can change your mind.” (Dweck, Kindle Location 315). She frequents this simple

and potent structure to make the point resonate with a range of audiences. Likewise, she asks “If

you had to choose, which would it be? Loads of success and validation or lots of challenges?”

This develops the idea that people with the fixed mindset seek affirmation and confirmation of

whatever traits they believe themselves to have whereas someone with a growth mindset would

prefer to learn and grow from difficult situations. The nature of the question suggests that the

latter is preferable.

Additionally, the chapter is filled with handy frameworks for understanding her main ideas. For

instance, she provides an additional classification between groups of people: “I don’t divide the

world into the weak and the strong, or the successes and the failures….I divide the world into the

learners and non learners.” Useful frameworks, such as this one, provide a means to understand

the world in a productive, positive, and motivational way. On the same train of thought, she

relates her personal experience as a cue for when real personal change toward a growth mindset

starts to occur: “I’ll never forget the first time I heard myself say, “This is hard. This is fun.”

That’s the moment I knew I was changing mindsets.”

This chapter also heavily encourages the idea of process over results in terms of framing success.

She captures the thought well by introducing a common saying from the 1960s that went
“Becoming is better than being.” The fixed mindset does not allow people the luxury of

becoming. They have to already be.”

This idea connects with the broader theme of fixed versus growth mindsets. People with the

fixed mindset believe themselves to be smart or athletic etc., whereas people with the growth

mindset care more about the path they are on. Said in another way, it doesn’t matter if they are

smart or athletic, but it does matter if they are getting smarter, stronger, etc. She furthers this

point using education and aptitude tests as an example: “asking teachers to make assumptions

about a given student based on nothing more than a number on a page. Performance cannot be

based on one assessment.

Chapter 3, The Truth about Ability and Accomplishment, is mostly an example-based chapter to

further demonstrate the power of the growth mindset specifically regarding achievement. Early

in the chapter, Dweck re-emphasizes the important process principle about successful people,

specifically students. She argues “They [students] were studying to learn, not just to ace the test”

This mindset represents a much more positive and effective way to approach academics. Rather

than focusing on earning good grades, students should focus on learning the material (the ‘goal’

of education in the first place). By really learning the material, acing the test would be expected,

not hoped for.

Take charge of the process.

The problem is that fixed mindset students hardly ever view education this way. Dweck explains

“It’s odd. Some pre-med students with the fixed mindset would do almost anything for a good

grade-except take charge of the process to make sure it happens”

What Happens Given Proper Training?

Later, Dweck goes on to tackle the idea of aptitude in art. She makes a compelling argument on

this topic: “Just because some people can do something with little or no training, it doesn’t mean

that others can’t do it (and sometimes do it even better) with training.” She supports this by

referencing a study that discusses the transformation of people who claimed to have no artistic

ability whatsoever after a week-long intensive art training program. The results of the study were

profound. Almost all the participants went from demonstrating childish proficiency to procuring

convincing self-portraits. This idea, she argues, carries over to any set of skills. Yes, some people

may possess a natural ability to do certain things, but that doesn’t mean anyone couldn’t reach an

equal or higher level of competency given proper training. Provocatively, Dweck carries this

same idea over to the realm of relationships. She recalls the dating advice she received from the

father of a famous chess family: “I was single at the time, and he asked me what my plan was for

finding a partner. He was aghast when I said I didn’t have a plan. “You wouldn’t expect your

work to get done by itself,” he said. “Why is this any different?” It was inconceivable to him that

you could have a goal and not take steps to make it happen.”
Key Takeaways

There are a few key ideas to take away from these chapters and the book at large. It is extremely

clear that a growth mindset offers substantial benefits to individuals and society, but to really

internalize this idea, there are some underlying principles to absorb.

The first is the importance of emphasizing process: “Many growth-minded people didn’t even

plan to go to the top. They got there as a result of doing what they love. It’s ironic: The top is

where the fixed-mindset people hunger to be, but it’s where many growth-minded people arrive

as a by-product of their enthusiasm for what they do.” . Chasing the outcome is almost always

the wrong approach. Instead, individuals should focus on constantly growing and intentionally

taking actions that improve various aspects of their lives.

Make tremendous personal progress in the short term

The second is to really appreciate the power of the mind. Dweck gives countless examples of

individuals selling themselves short at their own expense. The mind is capable of learning

incredible things, but only if equipped with the appropriate mindset. Only by conceptualizing the

power of mindset and recognizing the real stages of the learning process, can individuals avoid

wasting their potential and make tremendous personal progress in the short term and over the

scale of a lifetime.

In addition to the clear benefits of a growth mindset, individuals should recognize the

devastating consequences of clinging to a fixed mindset. By believing that traits are fixed, any

setback has the potential to cause an identity crisis and tempt individuals to label themselves as

failures. This fallacy allows events to define individuals instead of broader trends and other,
more relevant metrics. This is consequential for the mental health of individuals as self-esteem

and confidence play a major role in one’s emotional well-being.

Manipulate reality in your favor

Overall, the book provides a fascinating way of looking at the psychology involved in success.

The distinctions between fixed and growth mindsets define a powerful mental model for

discerning a healthy, productive attitude from a harmful one. Fortunately for individuals, there

exists no totalitarian Inner Party to dictate the inner workings of their minds. Instead, individuals,

empowered by the new insights of Dweck’s research can manipulate their own reality in their

favor simply by embracing the appropriate mindset (Ackerman, 2021)

Nussbaum: Mindset and seeking feedback

In another study, researchers were interested in the kind of feedback people would seek out after
they struggled. Researchers gave participants a difficult test and then told the participants that
they hadn’t done well on the test. Then, they gave them a choice: Did they want to look at the
tests of people who had done worse than them or the tests of people who had done better? People
with a growth mindset chose to learn from people who had done better than them. But people
with a fixed mindset seemed more interested in making themselves feel better. They looked at
the tests of people who had done worse. Nussbaum & Dweck (2008)

Mangels: Mindset affects learning from mistakes

A growth mindset focuses students on learning, rather than simply performing well. You can see
this when you look inside the brain. In one study, scientists brought people into the lab. They put
an EEG cap on their heads to measure how active their brains were. While scientists were
measuring brain activation, they asked participants a trivia question. Participants gave their
answer, and then the scientists told them if they were right or wrong. In other words, they were
given performance feedback. The scientists found that the participants with a growth mindset and
with a fixed mindset both had active brains when they were told whether they were right or
wrong. So all participants paid attention to the performance feedback. What’s interesting is what
happened next. Participants were told the correct answer. And again, the scientists looked at how
active the participants’ brains were. The brains of people with a growth mindset were
significantly more active than the brains of people with a fixed mindset. People with a fixed
mindset were tuning out after they found out if they were right or wrong; they weren’t interested
in learning the correct answer. At the end of the study, the scientists gave participants a pop quiz
with the same trivia questions. Not surprisingly, the people with a growth mindset did better.

Mangels et al. (2006)

Gunderson et al.: Process praise and mindset development

In another study, researchers observed how parents praised their children at the ages of 1 to 3.
Five years later, the researchers measured the children's mindsets. They found that the more
parents used process praise when their children were 1 to -3-years-old, the more likely those
children were to have a growth mindset 5 years later.

Gunderson et al. (2013)

How to Change Your Mindset (Ackerman, 2021)

Courtney Ackerman, MA, is a graduate of the positive organizational psychology and evaluation
program at Claremont Graduate University. She is currently working as a researcher for the
State of California and her professional interests include survey research, wellbeing in the
workplace, and compassion.

This section is all about what you can do to change your mindset. It may not be easy, but you
will likely find that all the effort was worth the advantages of a growth mindset.
There are eight general approaches for developing the foundation for such a mindset:

1. Create a new compelling belief: a belief in yourself, in your own skills and abilities, and
in your capacity for positive change.
2. View failure in a different light: see failure as an opportunity to learn from your
experiences and apply what you have learned next time around.
3. Cultivate your self-awareness: work on becoming more aware of your talents, strengths,
and weaknesses; gather feedback from those who know you best and put it together for a
comprehensive view of yourself.
4. Be curious and commit to lifelong learning: try to adopt the attitude of a child, looking at
the world around you with awe and wonderment; ask questions and truly listen to the
answers.
5. Get friendly with challenges: know that if you mean to accomplish anything worthwhile,
you will face many challenges on your journey; prepare yourself for facing these
challenges, and for failing sometimes.
6. Do what you love and love what you do: it’s much easier to succeed when you are
passionate about what you’re doing; whether you cultivate love for what you already do
or focus on doing what you already love, developing passion is important.
7. Be tenacious: it takes a lot of hard work to succeed, but it takes even more than working
hard—you must be tenacious, weathering obstacles and getting back up after each time
you fall.
8. Inspire and be inspired by others: it can be tempting to envy others when they succeed,
especially if they go farther than you, but it will not help you to succeed; commit to being
an inspiration to others and use the success of others to get inspiration as well
(Zimmerman, 2016).

Follow these 8 principles and you will find it hard to have anything but a growth mindset!

References
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2. Ackerman, C. 2021.How to Change Your Mindset.
https://positivepsychology.com/growth-mindset-vs-fixed-mindset/
3. Dweck, C. S. (2009). Mindsets: Developing talent through a growth mindset. Olympic
Coach, 21(1), 4-7.
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5. Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-
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Kindle Edition, Random House, 2006.

8. Newport, Cal, So Good They Can’t Ignore You: Why Skills Trump Passion in the Quest

for Work You Love Kindle Edition, Grand Central Publishing, 2012.

9. Orwell, George. 1984. Houghton Mifflin Harcourt, 1983.